Descriptions

The primary question to be answered as a result of the
research was: Do native English-speaking undergraduate
students learn CD-ROM database search skills more
effectively through the use of conventional instruction
method or by training confined to a written manual self-instructional
method? Thirty-seven Oregon State
University students were randomly assigned to two groups
and participated in the study. The study utilized an
experimental pretest-posttest control group design. The
length of the study was six weeks. All participants were
pre and post-measured using the CD-ROM Database Competency
Test which was validated using the Delphi method. The
subjects were trained using Wilsondisc and SilverPlatter
databases. ANCOVA and t-tests were the main statistics
utilized in the analysis. The results of the study were as
follows: 1) Subjects in both treatment groups experienced
significant test score gains between pretest and posttest;
2) Those subjects which were assigned to the conventional
instruction group had significantly higher scores than did
subjects assigned to the self-instruction group; 3)
Subject gender was determined not to be a factor when
differences were considered from test results; 4)
Interaction did not play a significant role in influencing
the data results; 5) Students rated formal training as
being very helpful in improving the effectiveness of their
CD-ROM database searches.
The major conclusion drawn from the study was that the
native English-speaking students at Oregon State University
learned CD-ROM searching skills more effectively through
the conventional instruction method than those students who
were trained by self-instruction. The results of the study
substantiated the need to undertake further efforts to
improve the efficiency of learning CD-ROM access
instructional methods in higher educational settings.